Description
In 2021, the Federal Section of Architects (BSA) launched a national think tank to advance architectural education in Austria. The aim was to refine the curriculum of a profession in transition – positioned between generalism and specialisation, practical demands and European directives. All key universities and universities of applied sciences participated – including TU Vienna, TU Graz, University of Innsbruck, Academy of Fine Arts Vienna and FH Joanneum – as well as representatives from professional associations, ministries, and student bodies.

Formats & Content
The full-day kick-off event was structured in two phases:In the morning, participants addressed three central questions in a table talk format:

• What is the current state of architecture and spatial planning studies?
• What skills must practising architects possess?
• What should future architectural education include to meet these needs? – This third question was the main focus of the analysis.

The afternoon dialogue session, held in an open space format, enabled in-depth discussions on strategic topics such as quality standards in education, European integration, digitalisation, and communication between higher education institutions. The aim was to consolidate positions for the think tank’s future steps.

Objective
The core objective was to secure a comprehensive and sustainable professional profile for architects – through high-quality basic education with subsequent opportunities for specialisation, curriculum clarity, and stronger cooperation between academia and practice. The development of shared positions – also in view of European regulations such as the shortening of study periods – was identified as a strategic necessity. Initial results formed the basis for surveys at universities and in architectural firms, which will inform the next steps.

Role of Ursula Hillbrand
Ursula Hillbrand designed the process and led the facilitation of the event. Her role encompassed the methodological structuring, moderation of the dialogue phases, and support of the harvesting processes. Thanks to her experience with strategic dialogue processes at the intersection of education, practice, and professional representation, she was able to create a clearly structured yet open framework.